SPECIAL EDUCATION PROCESS

SPECIAL EDUCATION PROCESSCOMPLEX NEEDS

LIFE SKILLS SUPPORT

Office of Specialized Instructional ServicesThis presentation will provide information about life skills support students and the program. You will know some of the characteristics of life skills students, the domains of the life skills curriculum, why transition is important, and what makes a quality program.1LIFE SKILLS SUPPORTA FUNCTIONAL SKILLS PROGRAM

STUDENTS LEARN LIFE SKILLS

FUNCTIONAL ACADEMICS

FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES

IDEA defines life skills support as a functional program for students who have intellectual disabilities ( formerly known as mental retardation) and who need to learn functional life skills. Life Skills Support is not a program for students who have only significant academic deficits, although students in life skills support programs are usually substantially below grade level in academic areas. This is not to imply that students in LSS programs are not taught academics. In additional to functional academics, students are instructed in reading and math using researched-based direct instruction programs. 2LIFE SKILLS SUPPORTINTELLECTUAL DISABILITYSIGNIFICANT AND GENERAL IMPAIRED COGNITIVE FUNCTIONING AS MEASURED BY INTELLEGENCE QUOTIENT (I.Q. UNDER 70)

DEFICITS IN AT LEAST TWO AREAS OF ADAPTIVE BEHAVIOR

MANIFESTED DURING THE DEVELOPMENTAL YEARS (UNDER 18)

Intellectual Disability is general low cognitive functioning ,as measured by an intelligence test yielding an intelligence quotient. The intelligence quotient is the quotient displayed when the childs mental age is divided by the childs chronological age.When the two numbers match the quotient is 100 which is average. In addition to an IQ that is under 70, the child must also display subaverage adaptive behaviors in two or more areas, and these two characteristics must present during the developmental years , regarded as being under 18. There are different degrees or levels of intellectual disability. Students functioning in the moderate range are usually considered for life skills support.. 3LIFE SKILLS SUPPORTSTUDENTS MAY HAVE ADDITIONAL DISABILITIES

BEHAVIOR AND/OR SPEECH AND LANGUAGE PROBLEMS ARE COMMON

STUDENTS HAVE A WIDE RANGE OF ABILITIES

FOCUS ON TRANSITION AND VOCATIONAL TRAINING IN HIGH SCHOOL

Students in life skills support classes may also have other disabilities including speech and language, other health impairments, and behavior problems. Independence and vocational skills are emphasized, especially in the high school years. Students can remain in school until they are 21.

4 LIFE SKILLS SUPPORT PROGRAMMOST SCHOOL DISTRICT OF PHILADELPHIA LSS PROGRAMS PROVIDE SUPPLEMENTAL SUPPORT

CASELOAD OF UP TO 20

CLASSES HAVE A TEACHER AND AND A CLASSROOM ASSISTANT SOME STUDENTS RECEIVE RELATED SERVICES AS PER IEP

Teachers of Supplemental Life Skills can have up to 20 students on their case load. Classes are supported by a full time classroom assistant.5LIFE SKILLS SUPPORT- EARLY INTERVENTIONMANY STUDENTS IN LSS PROGRAMS RECEIVED EARLY INTERVENTION SERVICESSTUDENTS ARE DIAGNOSED WITH DEVELOPMENTAL DELAY UNDER AGE 5TRANSITION TO SCHOOL AGE PROGRAM INCLUDES REEVALUATIONENTRY REEVALUATION CAN INCLUDE-Review of records, observation, interview of parent and teachers, assessment of cognitive and adaptive behavior functioning, academic achievement, screening for related services, other assessments as indicated

Many students in LSS programs attended Early Intervention programs, and come to the district with an IEP and evaluation data from their EI program. The transition to school age program includes a reevaluation to minimally review the records and update the data. A full reevaluation would consist of a measures of cognitive functioning, literacy and math levels, adaptive behavior, and assessments from related service providers as needed such as speech and language assessment, need for physical therapy, need for occupation therapy, medical evaluation, functional vision, and functional hearing. Some students may need a functional behavior assessment and measures of social/emotional functioning. Observations and reports from school staff and parent interviews is also included6LIFE SKILLS SUPPORT- ASSESSMENTPSYCHOLOGICAL EVALUATION

MEASURES OF COGNITIVE FUNCTIONING AND ADAPTIVE BEHAVIORACADEMIC ACHIEVEMENTSOCIAL AND BEHAVIOR EVALUATIONSLIFE SKILLS AND TRANSITIONOTHER EVALUATIONS BY RELATED SERVICE PROVIDERS

This describes the battery of tests that could be given for an initial evaluation for a student with moderate disabilities.7LIFE SKILLS SUPPORT- ASSESSMENTTEACHERS CAN ADMINISTER

BRIGANCE INVENTORY OF EARLY DEVELOPMENT

BRIGANCE INVENTORY OF BASIC SKILLS

KEY MATH AND WOODCOCK READING

STAGES

CAREER AND TRANSITION SKILLS INVENTORY

FUNCTIONAL BEHAVIOR ASSESSMENT

Teachers can assess using the Brigance inventories, Key Math, Woodcock-Johnson reading assessment, and other assessments for specific skills. High School students should have the opportunity for Career and transition skills assessments.Data collection to measure progress on iep goals istaken regularly.

8LIFE SKILLS SUPPORT-ASSESSMENTFUNCTIONAL BEHAVIOR ASSESSMENTINTERVIEW OF PARENT, THERAPISTS, TEACHERS, AND OTHER PEOPLE WHO WORK WITH THE STUDENTOBSERVATIONSREVIEW OF DATALOOK FOR PATTERNSSUMMARY STATEMENT- WHEN____ (antecedent to the behavior of concern),student ________ (behavior of concern),in order to (perceived function of the behavior)________.ANALYZE BEHAVIOR TO DETERMINE FUNCTIONA functional behavior assessment can be found on EZ system, and on Pattans website. There are three levels of an FBA from informal to complete. An FBA looks for patterns of the targeted behavior, and determines the reinforcement maintaining the behavior . An FBA helps a team determine the function of the behavior. Behaviors occur to get something or to avoid or escape from something. This is the function of a behavior. The summary statement should be listed in the present levels section of the iep.9LIFE SKILLS SUPPORT-ASSESSMENTPOSITIVE BEHAVIOR SUPPORT PLAN-PBSPSTART WITH SUMMARY OF FBALOOK FOR REINFORCER THAT IS MAINTAINING BEHAVIORREPLACEMENT BEHAVIORSSTRATEGIES- POSITIVE REINFORCERMENT, REDIRECT, AVOID TRIGGERS, BEHAVIOR SHAPINGADDRESS SKILLS DEFICITSBEHAVIOR GOALS, OBJECTIVES AND STRATEGIES (SDIs ON IEP)

The positive behavior support plan begins with the summary statement of the FBA. The PBSP is a worksheet which guides the team through the process of how the students targeted behavior will be replaced by the desired behavior.10LIFE SKILLS SUPPORT- ASSESSMENTALL GOALS AND OBJECTIVES ARE BASED ON BASELINE DATA AND PRESENT LEVELS

MUST ASSESS AND REVIEW DATA TO ESTABLISH BASELINE PERCENTAGEAND SET TARGET PERCENTAGE

DATA COLLECTION TO TRACK PROGRESS

LIFE SKILLS SUPPORT- ASSESSMENTTRANSITION

CDM-CAREER DECISION MAKER

CAREER SCOPE

BRIGANCE TRANSITION INVENTORY

Life skills students who are able, should be assisted through a career interest inventory, and a transition skills inventory. 12LIFE SKILLS SUPPORT-ASSESSMENTPASA-PENNSYLVANIA ALTERNATE SYSTEM OF ASSESSMENTFROM NCLB- ALL STUDENTS MUST BE ASSESSEDALTERNATE TO THE PSSA, GIVEN ANNUALLYGRADES 3,4,5,6,7,8,11-READING AND MATHGRADES 4,8,11- SCIENCEMUST BE DETERMINED TO BE ELIGIBLE- IEP TEAMFOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES IN MODIFIED PROGRAMSPERFORMANCE ASSESSMENT- VIDEO TAPEDThe PASA, Pennsylvania Alternative System of Assessment , is given to students who have significant cognitive disabilities, whose education program differs in content and presentation, and who are instructed in areas that are not tested by the PSSA. There are 6 questions that must be considered by the iep team, to determine eligibility for the PASA. 2% of students scoring proficient or advanced can be counted towards AYP. Students receive the PASA individually, and can be prompted to participate. Students are video taped, and their performance is watched by tams of scorers who use a rubric to determine the score.13LIFE SKILLS SUPPORT- ASSESSMENTSPEECH AND LANGUAGE/COMMUNICATION

SPEECH AND LANGUAGE PATHOLOGIST ADMINISTERS LANGUAGE ASSESSMENTCOMMUNICATION MATRIX USED FOR STUDENTS AT LOWER LEVELS OF FUNCTIONINGASSISTIVE TECHNOLOGY EVALUATION FOR STUDENTS NEEDING AN ALTERNATIVE COMMUNICATION SYSTEMHIGH TECH DEVICES AND LOW TECH PICTURE SYSTEMS

LIFE SKILLS- ASSESSMENT FOR ASSISTIVE TECHNOLOGYAT lead therapists in each region assist with evaluations - Permission to Evaluate is necessary- School team completes student evaluation guide and SETT FrameworkPicture Exchange (PECS), communication boards(object or picture), electronic devices -single message to multiple messagesModeling communication, using devices, and engineering the environment to encourage communication is the JOB of everyone in the classroom.LIFE SKILLS SUPPORT- ASSESSMENTFORMATIVE ASSESSMENTQUESTION AND ANSWERINDIVIDUAL TURNSCHORAL RESPONSETHUMBS UP,THUMBS DOWNWHIP AROUNDPICTURE RESPONSESSENTENCE COMPLETIONREDUCED FIELD OF ANSWERSSIMPLIFIED FORMATS

LIFE SKILLS SUPPORT-CURRICULUM AND INTERVENTIONSLIFE SKILLS CURRICULUMFUNCTIONALALTERNATIVE CURRICULUMLEADS TOWARDS INDEPENDENCEVOCATIONAL SKILLS FOCUSTRANSITION SKILLS INCLUDEDEMBED FUNCTIONAL SKILLS IN CORE CURRICULUM CONTENTSTANDARD ALIGNED IEPS AND INSTRUCTIONAVAILABLE ON OSIS WEBSITE- ELEMENTARY AND SECONDARY

The life skills curriculum was developed to provide a functional curriculum. It can be aligned to the state standards, and embedded in the standard aligned instruction. COPIES OF THE FULL LIFE SKILLS CURRICULUM FOR ELEMENTARY AND SECONDARY ,AND AN OUTLINE IS AVAILABLE ON THE SCHOOL DISTRICT OSIS WEBSITE.17LIFE SKILLS-CURRICULUM AND INTERVENTIONS6 LIFE SKILLS DOMAINSPERSONAL MAINTAINANCEINTERPERSONAL COMMUNICATIONVOCATIONALFUNCTIONAL ACADEMICSDOMESTRIC MAINTAINANCERECREATION AND LEISURESOME STUDENTS HAVE GOALS FOR LITERACY AND MATH DEPENDING ON THEIR ABILITIES AND STRENGTHS. BEHAVIOR AND TRANSITION GOALS ARE INCLUDED WHEN INDICATED.

Students who are able receive instruction in literacy and math, and have goals and objectives for literacy and math in addition to life skills goals.18LIFE SKILLS- CURRICULUM AND INTERVENTIONSPERSONAL MAINTENANCECARE OF SELFDRESSINGHYGIENEBATHROOM AND TOILETING SKILLSMEALTIME SKILLS AND ETIQUETTEFITNESSSAFETYHEALTHY CHOICES

Not all Life skills student need instruction in personal maintainance.19LIFE SKILLS- CURRICULUMDOMESTIC MAINTENANCECARE OF ENVIRONMENTKEEPING DESK AREA CLEAN AND NEATCARE OF BELONGINGSSHOPPING- PLANNING, MAKE LISTCOOKING AND MEAL PREPARATIONDOMESTIC SKILLS-CLEANING AND ORGANIZATIONSIMPLE REPAIRS- REPLACING BATTERIESLEADS TO INDEPENDENCECAN LEAD TO VOCATION SKILL

The overarching goal of life skills is to teach the student to be independent when they graduate. This domain provides skills that are needed for self-maintainence and also can lead to vocational skills.20LIFE SKILLS CURRICULUMVOCATIONALFINE MOTOR SKILLSWORK HABITSTASK COMPLETIONFOLLOWING DIRECTIONSWORK RELATED SKILLS AND BEHAVIORCAREER AWARENESSHIGH SCHOOL WORK SITE PROGRAMTRANSITION PLANNING

Work related skills and behaviors are taught along with specific work skills. It is very important that students learn how to remain on task, come to work when scheduled, follow through on the job without taking unscheduled breaks, speak and dress appropriately, and are able to work at the direction of a supervisor.21LIFE SKILLS CURRICULUMRECREATION AND LEISUREGAMES- FOLLOWING RULES AND TURN TAKINGGAMES- COMPUTER AND VIDEO GAMESHOBBIESSPECTATOR ETTIQUETTEGOOD SPORTSMANSHIPTEAM PLAYERENTERTAINMENT- THE ARTSSHARING

Not all life skills students will work full time when they exit high school. They may have a lot of leisure time, and need to learn how to use this time. Students also need opportunities to learn how to relate to friends. 22LIFE SKILLS CURRICULUMINTERPERSONAL COMMUNICATIONSPEAKING AND LISTENINGREQUESTING AND REFUSINGCOMMENTINGSOCIAL INTERACTIONSAPPROPRIATE INTERACTIONSALTERNATIVE COMMUNICATION SYSTEMSPICTURES, SIGNS,GESTURES, DEVICES, MOTOR BEHAVIORS,ALL DAY EVERY DAY- EVERYONES JOBEVERYONE MODELS COMMUNICATIONEVERY CHILD COMMUNICATES

For many students this is the most important domain. Everyone must be able to communicate.23LIFE SKILLS CURRICULUMFUNCTIONAL ACADEMICS- LITERACYSURVIVAL SIGNS AND ICONSENVIRONMENTAL SIGNSPERSONAL INFORMATIONREADING MENUS AND STORE DIRECTORIESREADING NEWSPAPERS AND MAGAZINESREADING STORE ADSWRITINGREADING DIRECTIONS AND SCHEDULESUSING THE INTERNET

Goals in functional academics vary according to the students abilities. Some students become fluent readers but have comprehension deficits. Some students do not become fluent readers. Some students do not have strong verbal skills and struggle to comprehend what they hear and see. All students are instructed in functional literacy and also receive reading interventions.24LIFE SKILLS CURRICULUMFUNCTIONL ACADEMICS- MATHCOUNTING, CONCEPTS, AND MATH LANGUAGEMONEYTIMEMEASUREMENTFUNCTIONAL FRACTIONSWORD PROBLEMSCHECKS AND BANKINGCREDIT AND EBT CARDS CALCULATOR AND COMPUTERKITCHEN MATH

Learning to use and manage time and money is a very important functional math skills. 25LIFE SKILLS-RELATED SERVICESOCCUPATIONAL AND PHYSICAL THERAPY

Related services provided to assist a child with a disability to benefit from his/her educationOccupational therapy-fine motor (hand)Sensory integrationPhysical therapy-gross motor(mobility)Provided in environment where neededMonitor program and consult with staff

LIFE SKILLS-INTERVENTIONSRESEARCH BASED, DIRECT INSTRUCTION PROGRAMSPLACEMENTS TESTSREADING MASTERY LEVELS K-5 AND CORRECTIVE READINGPHONEMIC AWARENESS,PHONICS AND DECODINGUSES ABA TECHNIQUESREADING FLUENCYSTRESSES MASTERY

LIFE SKILLS INTERVENTIONSRESEARCH BASED MATH PROGRAMSPLACEMENT TESTS FOR ENTRY DIRECT INSTRUCTIONUSES ABA TECHNIQUESDISTAR ARITHMETIC COUNTING CONCEPTS, NUMERATION, PLACE VALUEOPERATIONS, WORD PROLEMSCONNECTING MATH CONCEPTS LEVELS 3,4,5EXTENDS OPERATIONS

LIFE SKILLS INTERVENTIONSRESEARCH BASED INTERVENTIONSLANGUAGE FOR LEARNINGLANGUAGE FOR THINKINGLANGUAGE FOR WRITINGOTHER AVAILABLE INTERVENTIONSCLASSROOM SUITELEXIAACHIEVE 3000LEARNING ALLY- BOOKS ON TAPE

LIFE SKILLS SUPPORT-TRANSITIONTRANSITION-BRIDGE TO ADULT LIFE

TRANSITION PLANNING BEGINS IN ELEMENTARY SCHOOL

IEP MUST ADDRESS TRANSITION AT AGE 14

THREE AREAS FOR TRANSITIONPOST SECONDARY EDUCATIONEMPLOYMENTINDEPENDENT LIVING

Transition is the bridge from school to adult life. This is the purpose of the life skills program- to prepare the student to participate independently in living and working in the community.30LIFE SKILLS SUPPORT-TRANSITIONOne of the primary purposes of the Individuals with Disabilities Education Act (IDEA) is to: ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living. (34 CFR 300.1(a))

LIFE SKILLS SUPPORT-TRANSITIONEFFECTIVE TRANSITION PLANNING IS KEY

Special Education Services are ultimately intended to prepare students with disabilities to meet the challenges and opportunities of living, working, and participating fully in community life.

LIFE SKILLS SUPPORT-TRANSITIONTRANSITION PLANNING MUST

Identify and link students and families to needed post-school services, supports, and/or programs before students exit the school system.

AGENCY PARTICIPATION AT IEP MEETINGS WILL PROMOTE PARTNERSHIPS WITH COMMUNITY SUPPORTSTransition planning, to link the student to the agencies that will provide support after graduation is key.33LIFE SKILLS-SUMMARY OF TRANSITION REQUIREMENTS OF IDEAProvide instruction, related services, community experiences, adult living, employment, and daily living training to students while in high school.Assist students and families in making linkages to services needed after high school.Increase chances for students to be successful once they exitLIFE SKILLS- TRANSITIONVOCATIONAL PROGRAMSCAREER AWARENESS BEGINNING IN MIDDLE YEARSSTUDENTS LEARN RESPONSIBILITYHIGH SCHOOL 14-17 YEAR OLDS BEGIN AWARENESS OF SPECIFIC JOBSCOMMUNITY BASED INSTRUCTION FOCUSES ON CAREER AWARENESSSTUDENTS HAVE SCHOOL BASED JOBS18-21 YEAR OLD STUDENTS RECEIVE TRAINING AS APPROPRIATE FROM VOCATIONAL ITINERENT TEACHERS, MANY AT JOB SITES

LIFE SKILLS SUPPORT-INCLUSIONSTUDENTS IN LIFE SKILLS SUPPORT PROGRAMS BENEFIT FROM PARTICIPATION IN ALL SCHOOL ACTIVITIES AND EVENTS IDEA gives all children with disabilities the right to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)PLANNING MUST OCCUR TO PROVIDE APPROPRIATE INCLUSION OF STUDENTS IN LIFE SKILLS PROGRAMS IN REGULAR EDUCATION AS MUCH AS POSSIBLENON-DISABLED PEERSCORE CURRICULUM

LIFE SKILLS-PROGRESS MONITORINGDATA COLLECTION IS REGULARLY SCHEDULED IN LIFE SKILLS CLASSROOMS

GOALS AND OBJECTIVES OBSERVABLEMEASURABLECRITERIA FOR MEETING TARGETINCLUDES CONDITION AND PROMPTSPROBES TAKEN WEEKLY OR BIWEEKLY

Data collection is crucial for progress monitoring. Data collection is only possible if the goals are written in to be clearly measureable and observable. The goals should have an observable behavior with criterion for achieving the goal. Some students need cues and prompts to meet their goals.37LIFE SKILLS-PROGRESS MONITORINGEACH STUDENT SHALL HAVE A BINDER OR FOLDERDATA COLLECTION SHEETSIEPWORK SAMPLESTEACHER MADE TESTS

INTERVENTIONSPERFORMANCE/MASTERY CHECKSFLUENCY CHECKS INTERVENTION STATION

LIFE SKILLS-PROGRESS MONITORINGPROGRESS REPORTINGINFORMAL NOTES TO PARENTS IN COMMUNICATION BOOKANNUAL IEP MEETING OR PARENT REQUESTREPORT CARD CONFERENCESPROGRESS REPORT FROM EasyIEPGRADEBOOK REPORT CARD, 4 TIMES A YEARMARKS ARE GIVEN FOR GOALS IN DOMAINSA-ACHIEVEDB-MADE PROGRESSC-MAINTAINEDD-REGRESSED

Until December 2011, life skills students received hand written report cards, that were not part of an electronic record. Starting the second reporting cycle of the 2011-2012 school year. Life skills students received the same gradebook report card that all other students do. The report card is accompanied by the progress report from easyiep.39LIFE SKILLS COMMUNITY BASED INSTRUCTIONCBI-COMMUNITY BASED INSTRUCTION

Sites needed determined by IEP goalsIEP goals/objectives are implemented in community settingsStudents generalize and practice skills learnedData is taken for every studentSites must meet special criteria-Insurance certificates- ACORDApproved by Office of Risk Management

LIFE SKILLS- ALTERNATIVE LEARNING ENVIRONMENTSBUSES PROVIDED TO PRE-APPROVED ALTERNATE LEARNING ENVIRONMENTS FOR COMMUNITY BASED INSTRUCTIONREQUEST FORMS SENT TO TEACHERS IN SEPTEMBERREQUESTS MUST INCLUDE JUSTIFICATION AND GOALS FOR EACH STUDENTPRINCIPAL REVIEWS AND SIGNSDATA IS TAKEN ON GOALS IN COMMUNITY SITESSTUDENTS SHOULD ALSO HAVE EXPERIENCES IN AND AROUND THE SCHOOL

Life Skills- ESY Extended School YearESY must be considered for all students with disabilities. In considering whether a student is eligible, a list of questions must be considered. No single factor will be considered determinative.Students in complex support programs must have this eligibility determined prior to February 28, for the ESY year. If this determination is not part of the annual IEP, a NOREP for ESY must be issued.If the student has a severe disability such as autism, severe intellectual disability ( mental retardation),or severe multiple disabilities, this is a factor considered for eligibility.Life Skills- ESY Extended School YearOther factors to be considered for ESY eligibilityDoes the student have a measurable decrease in skills or behavior following a break in programming (regression)?What is the students capacity to recover ?(recoupment)Will problems with regression and recoupment make it unlikely that student will maintain skills and behaviors?Did the student master new skills at the point that the educational program would be interrupted?Is a skill or behavior crucial for student to meet goals of self-sufficiency and independence from caregivers?Do interruptions cause withdrawal from learning process?Life Skills-ESY Extended School YearSources for data-Progress on goals in consecutive iepsData of progress before and after interruptionsReports by parents of negative changesMedical reports of degenerative-type difficultiesObservations by educators, parents, and othersResults of testsESY is NOT based on need for day care, respite care, summer recreation, or desire or need for programs not needed for provision of FAPE. If all goals are not met during the year, this does not mean ESY should be provided to meet the goals. This information is provided in more detail is ESY section of EasyIEP.

Life Skills- ESY Extended School YearSDP currently operates a summer program 6 weeks, three days a week from 9-1 Provides setting to implement ESY goalsCurrently at 8 sites Receive breakfast and lunch Transportation Goals for program determined by IEP team Data taken for goals identified for ESYRelated services included as determined by IEP team.

Life Skills-ESY Extended School YearEligibility lists are taken from EASY IEP after the February 28 deadline for determinationEligible students are registeredParents are informed and given the opportunity to indicate if they will decline the offer for ESYTeachers collect information and data and compile a folder of information- IEP, related service information, medical information, student profile, materials list, intervention levelsTeachers must inform OSIS of all changes /additions

Life Skills Support- ABAABA - Applied Behavior AnalysisBasis of instruction strategiesMany positive repetitions needed to learnPositive reinforcement to correct answer increases learning and likelihood that the learner will want to repeat skillIncorrect responses followed by several correct responsesReinforcements of correct associations/responses- academicsBehavior shaping-reinforcement for attempt or response close to desired responseMany skills are learned as response to a stimulus

Life Skills Support- ABAABA- Applied Behavior AnalysisBasis for positive behavior support planBehavior is caused by an antecedent and maintained by the consequenceIdentifying/eliminating the antecedent helps to reduce the behaviorRemoving the consequence can reduce the occurrence of a behaviorIgnoring a negative behavior can remove the consequence that is maintaining the behaviorRewarding a desired behavior will increase the occurrence of the desired behavior Data is taken to identify antecedents and consequences, and to track progress.

Life Skills Support- Quality Program ChecklistDeveloped as a guide for teachers and administrators

Long form has more specific descriptions

One page short form available for quick overview

AD1 has developed a one page look-for s

Additional section for Vocational Itinerant Program

Life Skills Support-Quality Program ChecklistQPC-General Program OverviewStudent folder/binder has iep,norep,data,work samplesEmergency procedures postedALL classroom staff are engaged in student activitiesStaff knows their assignmentsDecorations and materials are age appropriateNon-instructional time is limitedAll students are engaged in meaningful activities

Life Skills Support-Quality Program ChecklistQPC-Inclusive PracticesMethods and materials similar to those provided in general education classroomsContent is appropriate and aligned to that of same age student in general education classroomsSpecific plans in place to increase participation in general education setting for students not fully includedMust include efforts to establish opportunities for LSS students not in gen ed settings to access typical peers and school activities whenever appropriate

Life Skills Support-Quality Program ChecklistQPC-IEPsComplete and Compliant with signaturesMaterials in general terms, not by specific brand nameInclude researched validated programsALL goals and objectives observable and measurableCriteria for goal attainmentPositively stated what student will doIEP at a Glance shared with specialist teachers

Life Skills Support-Quality program ChecklistQPC-Program PracticesInstruction delivered in various settings/groupsInstruction promotes independence and generalizationPrompts/reinforcements fadedSpecially designed instruction customized as neededData collected all goals, objectives, in all settingsIncluding community based instructionData is kept in organized systemABA is used throughout dayCommunication, instruction, behavior management

Life Skills Support-Quality Program ChecklistQPC-CommunicationPrimary method of communication listed on IEP and used throughout day by all staffAssistive communication systems developed for students without effective verbal communicationSigns, gestures, body movements, pictures, devicesStaff trained and able to use signs and devicesStaff models language and encourage students Ask questionsSpeak in full sentences

Life Skills Support- Quality Program ChecklistQPC-Classroom Behavior ManagementRules posted ( if appropriate for class)Consequences (positive/negative) posted or knownBehavior charts/token boards accessible to studentsReinforcement chosen by student preferencesPraise for positive responsesStaff refrains from giving verbal attention to negative or problem behavior situationsRestraining of students must comply with guidelines and reported as directed. Adapted equipment used appropriately.Students have FBA and PBSP if neededStaff aware of triggers, reinforcers, and de-escalation

Life Skills Support- Quality Program ChecklistQPC- Personal Care

Students taken to bathroom/changed regular basisPrivacyDignity

Hand washingUniversal precautions when body fluids present

HandwashingStaff washes hands before feeding student Students wash hands after using the bathroom and before eating or cooking

Life Skills Support- Quality Program ChecklistQPC-Classroom CareRoom not cluttered or have broken/unused equipment

Equipment and materials (including mats and toys) clean and safely stored

Desk and table tops wiped down before and after use

If equipped- kitchen and appliances clean

Food is prepared for students only as outcome of instructional activity

Life Skills Support-Quality Program ChecklistQPC-Community Based Instruction (CBI)Community Learning Environments determined by IEP goals and objectives

Community learning sites are approved by principal Have needed ACORD insurance certificatesApproved by Office of Risk Management

Date is collected in all community environmentsFor goals and objectives implemented in community

Life Skills Support- Master ScheduleInstructional times, domains, areas, activities, skillsStaff schedule breaks, lunch assignments (including before and after school hours)Students assigned to specific staff membersRotations when usedRelated servicesPrep/specialist classesLearning environments

In addition to the master schedule, students also need to have a schedule to keep them on track through the day. Schedules can be picture schedules, or for students who have reading skills, words.59Life Skills Support, ContactsOffice of Specialized Instructional Services215-400-4170 215-400-4172 (F)Coordinator for Complex Support ProgramsLiz Thompson, elthompson, 215-400-6564Coordinator for Autistic SupportJane Cordero,jcordero,215-400-5928Director of School Health Services (PT and OT)Tracey Williams, twilliams2, 215-400-6953Coordinator of Speech, Hearing, and Vision SupportSusanne Kelly, sukelly,215-400-6747Transportation- 215-400-4350